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1Sciencenorth.ca/schools
Science North is an agency of the Government of Ontario and a registered charity #10796 2979 RR0001
Exploring Block-Coding using Cue Gr. 7 - Understanding Structures & Mechanisms: Form & Function
Cue - CodeblocksCoding Tool Cue
Cross-curricular Math,Science
Big Ideas Science ● Structures have a purpose ● The form of a structure is dependent on its
function ● The interaction between structures and
forces is predictable Math ● Mathematical Process ● Number Sense - operational sense
(bisecting) ● Measurement - area, real-life application of
measurement ● Geometry & Spatial Sense - angles, lines,
bisectors, properties
Specific Expectations Science ● 1.1 evaluate the importance for
individuals, society, the economy, and the environment of factors that should be considered in designing and building structures and devices to meet specific needs (e.g., function; efficiency; ease of use; user preferences; aesthetics; cost; intended lifespan; effect on the environment; safety, health, legal requirements)
● 2.6 use appropriate science and technology vocabulary
● 3.1 classify structures as solid structures (e.g., dams), frame structures (e.g., goal posts), or shell structures (e.g., airplane wings)
● 3.4 distinguish between external forces (e.g., wind, gravity, earthquakes) and internal forces (tension, compression, shear, and torsion) acting on a structure
Math ● Geometry & Spatial Sense
○ ● Measurement
○ solve problems that require conversion of units of area
● Geometry & Spatial Sense ○ plotting points ○ identify, perform, and describe
dilatations ○ create an analyze designs
2Sciencenorth.ca/schools
Science North is an agency of the Government of Ontario and a registered charity #10796 2979 RR0001
Description This lesson builds on the first two explorations by using block-coding with a Cue bot (intermediate/senior grades). Provide the same list of guidelines as in other lessons, and allow students to explore movement using the appropriate app (must have access to a tablet/personal device/Chromebook). Students will engage in a Knowledge Build at the end to consolidate shared learning from the past 2 lessons (e.g., provocation: what type of structure is an Ozobot? What are the benefits of Colour-Coding and Block Coding?). This will lead into discussion of their final task: build a structure which withstands an external force (wind, earthquake) and/or an internal force (tension, compression, shear, torsion). These forces will be replicated through a block-coded Cue robot. Examples may be: a bridge which the Cue must travel across (internal force - compression AND/OR external force - earthquake); a goalpost (internal force - tension AND/OR external force - wind). Materials ● Cue ● Cue app ● 50+
minute period
● Handouts ○ L
esson 3 - Teacher Cue Block Coding Information
○ Lesson 1 & 2 Coding Goals ● Knowledge Building Scaffolds: pg.42
Computational Thinking Skills Iterative Thinking ● students will be tinkering & exploring a
basic form of coding Logic & Evaluation ● how to operate the tools
Algorithm ● making steps and rules to complete
specific functions Decomposition ● focusing on one aspect at a time
Debugging ● finding and fixing
Abstraction ● adding in additional functions/features
(e.g., lights, sounds) when completing the task
Introduction ● Discussion
○ review previous lesson on block-coding ○ modification/accommodation: review anchor charts ahead of time ○ importance of giving detailed instructions
● Review activity ○ using the same guidelines as the previous lesson (reflex, 65°, bisect, shell, solid, frame,
25cm2), block-code the Cue to fulfil each task ● Review purpose of the lesson
○ to block-code a structure that has a specific purpose ● Build success criteria together prior to beginning, as well as during their build (e.g., working
document) ○ terminology used ○ factors and considerations kept in mind
3Sciencenorth.ca/schools
Science North is an agency of the Government of Ontario and a registered charity #10796 2979 RR0001
○ use of computational skills
Action ● Groups of 2, 3 max
○ circulate to prompt or guide learners if needed ● Tips
○ make sure the Cue is calibrated ○ see images to guide how to get into block-coding with Cue
(select ‘code’, then ‘+’ for a new program, commands are on the left)
● Goals ○ students will create algorithms, block-coding Cue movement to
create specific angles, bisector(s), structures (shell, frame, solid), show area of 25cm2; combine these movements together rather than independent
● Connection ○ pause for informal discussion; what do you notice? Are you
finding this easier or harder to navigate? How come? What algorithms are you creating?
○ circulate to have conversations specific to coding: how have you been debugging? What algorithm works best to find the area?
Consolidation/Extension ● Thumbs Up/Down/Side - how well did you understand how to block-code? (add on
other questions appropriate for your specific class) ● Quick discussion about prior knowledge going in, and what they understand now ● Examples of a force the Cue may perform
○ load crossing a bridge ○ drive through a goal post (act as a soccer ball / hockey puck) ○ earthquake - fast movements back and forth
● Examples of Internal forces the structure may undergo ○ load crossing a bridge - compression, tension ○ drive through a goal post (act as a soccer ball / hockey puck) - tension, torsion ○ earthquake - fast movements back and forth - compression
● Review Take Home ○ Remember - think about a structure to create which is important to you - may
be something modified or adjusted that already exists, or something completely new (e.g., bridge, building, goal post, etc)
○ this structure must perform a function (e.g., has a force acting on it, supports a load, etc.)
4Sciencenorth.ca/schools
Science North is an agency of the Government of Ontario and a registered charity #10796 2979 RR0001
○ materials - will have 2 periods to build - may bring in your own materials, or let teacher know what needs to be supplied ■ examples: popsicle sticks, hot glue, jinx-wood, snap cubes, blocks,
newspaper, duct tape, masking tape
Assessment ● anecdotal from their exploration
○ learning skills ○ computational thinking
● based on the co-created success criteria ○ descriptive feedback given to each student for lesson 2’s creation
Additional Resources / Information ● Provide a double block for students to code the Cue to perform the force
○ rotate groups through building the structure and coding ● Further extensions
○ structure must be able to undergo a variety of forces ■ randomly choose a group’s coded Cue to interact with another’s
structure ● Teacher Curriculum through WonderWorkshop
○ free sign in: https://portal.makewonder.com/#/curriculum/appliedrobotics ● Websites
○ Knowledge Building Scaffolds ■ http://thelearningexchange.ca/wp-content/uploads/2017/04/Knowledge-
Building-Booklet-Accessible-1.pdf